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Storytelling and the use of language. A study of early childhood education asked kindergarten students to retell two fairy tales that had been read to them earlier in the week. The 10 children in the study included 5 high-progress readers and 5 low-progress readers. Each child told two stories. Story 1 had been read to them; Story 2 had been read and also illustrated with pictures. An expert listened to a recording of the children and assigned a score for certain uses of language. Here are the data:5
Child
Progress
Story 1
score
Story 2
1
high
0.55
0.80
2
0.57
0.82
3
0.72
0.54
4
0.70
0.79
5
0.84
0.89
6
low
0.40
0.77
7
0.49
8
0.00
0.66
9
0.36
0.28
10
0.38
Is there evidence that the scores of high-progress readers are higher than those of low-progress readers when they retell a story they have heard without pictures (Story 1)?
(a) Make Normal quantile plots for the 5 responses in each group. Are any major deviations from Normality apparent?
(b) Carry out a two-sample t test. State hypotheses and give the two sample means, the t statistic and its P-value, and your conclusion.
(c) Carry out the Wilcoxon rank sum test. State hypotheses and give the rank sum W for high- progress readers, its P-value, and your conclusion. Do the t and Wilcoxon tests lead you to different conclusions?
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